SCIENCE YEAR 5 DLP (REVISED 2017)

Un it HEAT

It’s so hot today. Let’s buy some cold drinks
I’m thirsty, mother. at that stall.

Thank you, mother.

XYZ 456

Can I get some
extra ice?

Sure.

Look, Chan! The electrical It’s hard to open
cables sagged when the this gate when the
weather is hot. weather is hot.

What causes us to feel hot and cold? 145

HEAT AND TEMPERATURE

Ana and her friend are eating at a restaurant.

Ouch, it’s hot! How does this hot
drink become cold?

Wait for a while for This drink becomes
the drink to cool. cold when heat
is lost to the
surrounding.

Heat is a form of energy that is transferred due to the SEKOLAH KEBANGSAAN SINAR
difference in temperature. A material will become hotter
when gaining heat. A material will become colder when
losing heat.

How do we measure the
temperature of a material?

Temperature is the degree of hotness or coldness boiling point
of a material. Temperature can be measured using of water
a thermometer. The standard unit for measuring 100°C
temperature is degree Celsius. The symbol for
degree Celsius is °C. Let us look at the pictures normal body
of thermometers. temperature
37°C

tube freezing point
temperature of water 0°C
scale
alcohol
SCIENCE INFO liquid

Besides degree Celcius, we can liquid mercury
also use degree Fahrenheit (°F) liquid
on the thermometer to measure
temperature.

146 room thermometer laboratory thermometer

6.1.1

THERMOMETER

The liquid in the thermometer will expand or contract when expose
to different surrounding temperature.

20 20 30 40 When the When the
20 20 30 40temperature temperature
20 20 30 40decreases, theincreases, the
liquid level in the liquid level in the
thermometer falls as thermometer
the liquid contracts. rises as the liquid
expands.

How to use the thermometer correctly?

Let us observe how to use the thermometer with
the correct technique.

1. Place a 2. Hold the upper 3. Immerse the 4. When the liquid level
beaker filled part of the
with water on thermometer thermometer into in the thermometer
a flat surface. upright. the beaker. Ensure remains constant, adjust
that the bulb of the the position of the eye
thermometer does to the meniscus of the
not touch the bottom thermometer to obtain the
surface of the temperature reading.

beaker. 147

6.1.2

What is the meniscus level
in a thermometer?

Meniscus level is the curved level of the liquid in the

SEKOLAH KEBANGSAAN SINAR

glass tube of a thermometer.

How do we determine HAWA
the meniscus correctly?

SEKOLAH KEBANGSAAN SINAR

Position of the Way to obtain the temperature reading0 20 30 40 20 20 30 40
eyes must using a laboratory thermometer with
be levelled to alcohol liquid.
the level of
the meniscus. Position of
the eye is
too high

Position of
the eye is
correct

Position of
the eye is
too low

Way to obtain the temperature reading
using a laboratory thermometer with
mercury liquid.

The correct
position of
the eye

Position of the What do heat and
eyes must temperature mean?
be levelled to
148 the level of
the meniscus.

HAWA

LET’S TEST T H E R M O M E T E R

AIM Using the thermometer with the correct technique
to measure the temperature of water.

APPARATUS AND Beaker, thermometer, tap water, hot water,

MATERIALS and cold water.

STEPS

1. Place the beaker on the table 2. Immerse the thermometer into the
and pour 250 ml of tap water into beaker. Ensure that the bulb of the
the beaker. thermometer does not touch the
bottom surface of the beaker.

3. Wait until the liquid level in the 4. Repeat steps 1 to 3 using hot water

thermometer becomes constant. and cold water.

Measure the temperature of the

tap water at the correct meniscus level.

5. Record the observations in the table 6. Construct a bar chart using the data
in the table.
as shown below.

Types of water tap water hot water cold water Thermometers cannot be used for stirring.

Temperature
(°C)

7. Report the results of your group’s activity.

(a) Explain the correct ways to measure the temperature using
a thermometer.

(b) Compare your bar chart with other groups.
(c) Predict the temperature of the tap water if it is mixed with ice.

Identify the thermometers as shown in (b) 6.1.2 149
the pictures and state their functions. (a)

CHANGES IN THE WATER TEMPERATURE

The temperature of our surrounding is constantly changing. The temperature
of water also changes according to the temperature of its surrounding.
Let us follow the story of Mr Thermometer to understand changes in the
temperature of water.

It’s cold. The after
temperature
at 0°C has 40
reached the
freezing point. minutes

I’m comfortable at
the temperature
of 26°C.

after

15

minutes

It’s hot! The
temperature
has reached
the boiling
point at 100oC.

Based on the story above, ice changes to water when the
temperature increases. When heating duration of water
increases, its temperature also increases.

Let us carry out an experiment to determine the
relationship between space and time by observing
the changes in the temperature of water when heated.

150 6.1.3

LET’S TEST FREEZING POINT AND
BOILING POINT

AIM To observe the changes in temperature when ice is heated
and to determine the freezing point and boiling point of water.

APPARATUS AND Retort stand, tripod stand, wire gauze, Bunsen burner,
MATERIALS beaker, thermometer, stopwatch, lighter,
and ice cubes.
STEPS

1. Prepare the apparatus as shown Measure the temperature
in the picture. of the ice cubes

2. Start the stopwatch and measure the Measure the temperature
temperature of the ice cubes using the of the water when heated
thermometer.

3. Turn on the Bunsen burner.

4. Record the temperature of the water
every five minutes until the water boils.

5. Stop heating the water when it boils.

6. Record the observation in the table
as shown below.

Time (minutes) 0 5
Temperature (°C)
When water is
heated

7. Construct a bar chart based on the
data collected.

8. Discuss your group’s observations
with other groups.

Be careful when handling the hot water and the Bunsen burner. 151

(a) State the freezing point and the boiling point of water.
(b) What is the trend of change of the temperature when
the water is heated?
(c) State the relationship between the heating duration and
the water temperature.

6.1.3, 6.1.7

WATER AT ROOM TEMPERATURE

How does the temperature of water change when hot water cools
to room temperature?

This tea is still This spoon
hot. I cannot is hot!
drink it yet.

The tea has
become
less hot.
I can now
drink it.

How does hot water become cool?

The heat in the hot tea flows to the metal spoon. The metal
spoon becomes hot because it gains heat energy from the hot
tea.

The heat in the metal spoon flows to our hand when we
touch it. Our hand feels warm because it gains heat from
the metal spoon.

The heat from hot water flows to the surrounding from a hot
to cold area. This causes the hot water to lose heat and the
temperature of the water decreases. The temperature of the
water will decrease until it is equal to the temperature of the
surrounding or the room temperature.

SCIENCE INFO

People who live in an extremely cold climate make bonfire
to warm themselves. The heat energy from the bonfire
flows to the surrounding.

152

6.1.4

LET’S TEST H E A T F L O W S

AIM To describe the changes in the temperature of hot water
when it is cooled to room temperature.

APPARATUS AND Retort stand, tripod stand, wire gauze, beaker,

MATERIALS thermometer, stopwatch, and hot water.

STEPS Measure the temperature

1. Prepare the apparatus as shown of the hot water

in the picture.

2. Pour 200 ml of hot water into the beaker.

3. Measure the temperature of the hot water

every five minutes until its temperature

becomes constant.

4. Record the observations in the table

as shown below.

Time (minutes) Temperature (°C)
0
5

5. Construct a bar chart based on the data collected.
6. Then, upload the bar chart on Google Classroom.
7. Discuss your group’s observations with other groups.

Be careful when handling the hot water.

(a) What can you observe in the trend of change in the temperature?

(b) At what minute does the temperature of the water
become constant?

(c) Describe the change in the water temperature when the hot water
cools to room temperature.

TNEOATCEHER'S Teachers prepare the hot water.

6.1.4, 6.1.7 153

EXPANSION AND CONTRACTION OF MATERIALS

Materials will expand when gaining heat and contract when losing heat.
Let us observe the situations below.

Melia poured hot water into a drinking bottle and then she screwed the cap.
A few minutes later, she observed the situation that happened below.

Situation 1

What causes the bottle cap to pop off?

The air in the drinking bottle expanded when it gained heat from the hot water.
This causes the bottle cap to pop off.

Melia noticed that two glasses are overlapping and are difficult to be separated.
She did the following steps below to solve her problem.

Situation 2 These
glasses
are stuck
together!

Put some ice cubes These glasses
into the glass. are successfully
separated.
How can the overlapping glasses be separated?

When the ice cubes are put into the glasses, the glasses will contract
because they lose heat. Thus, the overlapping glasses can be separated.

154 What are the effects when a material
gains or loses heat? Let’s carry out an
6.1.5 experiment to observe the effects of
HAWA heat on materials.

LET’S TEST EXPANSION AND
CONTRACTION OF
ACTIVITY 1 MATERIALS

AIM To observe the effect of heat on a metal ball.

APPARATUS AND Metal ball and metal ring set, Bunsen burner,
MATERIALS lighter, glass container, test tube holder,
and water.
STEPS

1. Insert the metal ball 2. Light the Bunsen burner 3. Insert the metal ball

through the ring and and heat the metal ball through the ring again

observe it. for three minutes. and observe it.

Step Observation Inference
Step 1
Step 3
Step 5

4. Put the metal ball into 5. Insert the metal ball 6. Record the

the glass container through the ring again observations and

filled with water. and observe it. inferences in the table

as shown above.

7. Discuss your group’s observation 1. Be careful when handling the Bunsen burner.
in front of the class. 2. Use the test tube holder when handling the
hot metal ball.

What can you conclude when the metal ball is heated and cooled? 155

6.1.5, 6.1.7

ACTIVITY 2

AIM To observe the effect of heat on liquid.

APPARATUS AND Conical flask, glass tube, one-holed cork stopper,
MATERIALS coloured water, a glass container filled with hot
water, and a glass container filled with ice.
STEPS

1. Pour coloured water into the 2. Attach the glass tube to the
conical flask until it is full. one-holed cork stoppert. Then,
close the conical flask with the cork ``
stopper.

3. Put the conical flask into the glass 4. Put the conical flask into the
container filled with hot water and glass container filled with ice
observe the level of water in the and observe the level of water
glass tube. in the glass tube.

5. Sketch and record your observations 6. Discuss your group’s observation
in the table as shown below. State in front of the class.
your inference for each observation.

Step Observation Inference
Step 3
Step 4 Be careful when handling the
hot water.

What can you conclude about the level of water in the conical flask
when the conical flask is immersed in a glass container filled with:
(a) hot water? (b) ice?

156

6.1.5, 6.1.7

ACTIVITY 3

AIM To observe the effect of heat on air.

APPARATUS AND Plastic bottle, balloon, a glass container
MATERIALS filled with hot water, and a glass container
filled with ice.
STEPS

1. Insert the nozzle of the balloon over 2. Immerse the plastic bottle into

the mouth of the plastic bottle. the glass container filled with hot

water and make an observation.

Step Observation Inference

Step 2
Step 3

3. Immerse the plastic bottle into the 4. Sketch and record your observations
glass container filled with ice and in the table as shown above. State
make an observation. your inference for each observation.

5. Discuss your group’s observation
in front of the class.

What can you conclude about the size What is your
of the balloon when the plastic bottle is conclusion based on
immersed in the glass container filled with: the results of Activity
1, 2 and 3?
(a) hot water? (b) ice?

Be careful when handling the hot water. HAWA

6.1.5, 6.1.7 157

Situation 1 THE IMPORTANCE OF EXPANSION AND
CONTRACTION PRINCIPLE OF MATERIALS

The effect of heat on a material can cause the material to undergo expansion and
contraction. The situations in the pictures below show the process of expansion
and contraction of materials in daily life.

Gaps between connectors on a metal bridge

The gaps between metal connectors on the bridge
allow the bridge to expand when the temperature
of the surrounding increases.

Situation 2Gaps between connectors on the railway tracks SEKOLAH KEBANGSAAN SINAR
SEKOLAH KEBANGSAAN SINAR
The gaps between the connectors on a
railway track allow the track to expand
when the temperature of
the surrounding increases.

Situation 3Electric cables are hung loosely

The electric cables are SEKOLAH KEBANGSAAN SINAR
hung loosely between
the electric poles to allow HAWA
the wires to contract
when the temperature
decreases.

Why are the applications of expansion
and contraction principle of materials
very important in our daily life?

158

6.1.6

THE IMPORTANCE OF
FUN ACTIVITY C O N T R A C T I O N A N D

EXPANSION PRINCIPLE
OF MATERIALS

APPARATUS AND Computer and internet access.
MATERIALS

STEPS

1. Surf the internet to find information and pictures about the expansion
and contraction principle of materials in our daily life.

2. Download the information and pictures.

SCIENCE YEAR 5 AMBER Stream Homework Teacher & pupils
All pupils
SCIENCE YEAR 5

Share with your classmates

SCIENCE YEAR 5

THE IMPORTANCE OF CONTRACTION DIGITAL SCRAPBOOK.pptx
AND EXPANSION OF MATERIALS PowerPoint
Add
DIGITAL SCRAPBOOK
Communicate with your classmates here

3. Make a digital scrapbook about 4. Upload the digital scrapbook
the importance of expansion and on Google Classroom.
contraction principle of materials in
our daily life.

(a) State daily activities that involve the expansion and contraction
principle of materials.

(b) Why does the expansion and contraction principle of materials as
identified in the activity very important in our daily life?

6.1.6, 6.1.7 159

FUN SCIENCE M Y T H E R M O M E T E R

Produce a handmade thermometer using a plastic bottle, rubber band,
transparent drinking straw, coloured water, balloon, a glass container filled
with hot water, and a glass container filled with ice.

STEPS My thermometer

1. Pour coloured water 2. Tie the balloon at the 3. Make a hole at the
into the plastic bottle. neck of the bottle centre of the balloon
using a rubber band. to insert the drinking
straw.

4. Put the plastic bottle 5. Put the plastic bottle into
into the glass container the glass container filled
filled with hot water and
observe it. with ice and observe it.

Be careful when handling the hot water.

160

MIND REFLECTION

1. Heat is a form of energy that is transferred due to the difference
in temperature.

2. A material becomes hotter when it gains heat and becomes colder when it
loses heat.

3. Temperature is the degree of hotness or coldness of a material.

4. Thermometer is used to measure the temperature. The standard unit for
temperature is degree Celcius (°C).

5. When the temperature of a material decreases, the level of liquid in the
thermometer falls as the liquid contracts.

6. When the temperature of a material increases, the level of liquid in the
thermometer rises as the liquid expands.

7. The meniscus level is the curved level of the liquid in the glass tube of
a thermometer.

8. Freezing point of water is 0°C.

9. Boiling point of water is 100°C.

10. When hot water is left unattended, the temperature of the water will

decrease until it is equal to the temperature of the surrounding and

remains constant.

11. The expansion of a material occurs when materials such as solids,
liquids, and gases gain heat from the surrounding.

12. The contraction of a material occurs when materials such as solids,
liquids, and gases lose heat to the surrounding.

13. The application of the expansion or contraction of materials is important in
daily life. For example:

• the gaps between the metal connectors on the bridge allow the bridge
to expand when the surrounding temperature increases. This prevents
damages to the surface of the bridge when it gains heat.

• the gaps between the connectors on the railway track allow the track to
expand when the surrounding temperature increases. This prevents
the track from bending when it gains heat.

• the electric cables are hung loosely between the electric poles to enable

them to contract when the surrounding temperature decreases. This
161
prevents the electric cables from snapping when they lose heat.

MIND TEST

Answer all questions in Science exercise book.

1. State the meaning of the following:

(a) heat. (b) temperature.

2. What is the temperature of water at the:
(a) freezing point? (b) boiling point?

3. Read the situations below and answer the following questions:
(a) Ravi left the key for his bicycle lock at the school field. He was surprised
because the key was too hot and cannot be held. Based on this
situation, what caused the key to become too hot?

(b) Ana put a bottle of hot milk for her little brother in a container filled with
tap water before giving it to him. Based on this situation, why the did Ana
put the hot milk bottle in the container filled with tap water?

4. The graph below shows the changes in water temperature when the water
is heated and cooled.

Temperature (°C)
120

100

80 water is heated
60 water is cooled

40

20 Time (minutes)
05 10 15 20 25 30

(a) What is the trend of change of the temperature as the water is cooled?
(b) What is the trend of change of the temperature as the water is heated?
(c) What is the boiling point of the water in the graph above?
(d) At what minute does the temperature of the water reach the boiling point

in this activity?
(e) At what minute does the temperature of the heated water and the

cooled water become the same?
(f) What hypothesis can you make from the trend of change of the
162 water temperature?

Un it RUSTING

Hello, friends. My name is Red.
I’m Chan’s favourite toy car.
This is my story.

Father, this car is not Let me
moving although new check it.
batteries are used.

The dry cell holder seems
to be rusty. It has already
changed colour.

RUSTSORELMUOTIVOANL

Now, Rusty? Can
use the you fix it?
remote
control to Wow, this car can
move the move now! Thank
car. you, father.

I’m so happy!

Friends, why do I get rusty?

Why are some parts of the car rusty? How to prevent rusting
from occurring?

163

CHARACTERISTICS OF RUSTY OBJECTS
There are rusty objects around us. Rusty objects have certain characteristics.
Let us read the story below to identify the characteristics of rusty objects.

Oh, it’s stiff!

ZAKI

The window handle
has rusted. Look
at the colour. It is
reddish-brown.

Why does the kreek!
hinge make a loud
sound, Mr Zaki?

ZAKI ZAKI

This hinge has rusted. Look, the
surface of the hinge is rough and
the screws are brittle.

What are the characteristics of a rusty object?

164

7.1.1

FUN ACTIVITY C H A R A C T E R I S T I C S
OF RUSTY OBJECTS

APPARATUS AND Marker pens, coloured A4 paper,

MATERIALS and adhesive tape.

STEPS

Cohfarruascttyeroisbtjieccsts

1. Identify rusty objects found in 2. Based on the observation, discuss
the school compound. the characteristics of the rusty
objects.

Location Rusty object Characteristics of
the rusty object

Location Rusty objects Characteristics of
the rusty objects
school nail
brittle

hammersport rough

storeroom

3. Construct a table on the coloured 4. Present the results of the

A4 paper using a marker pen and observation in front of

record the results of the observation. the class.

(a) List the rusty objects that you have observed in the school compound.
(b) What are the characteristics of those rusty objects?

7.1.1, 7.1.6 165

RUSTY OBJECTS

There are objects found in our surroundings that are made of many
different materials. Some materials become rusty while some materials
do not rust. Let us observe the situations below to find out the materials
that rust.

Ravi, let’s sit for a while.

All right. Let’s sit on this wooden
bench. That iron bench is rusty.

What is the difference between the two benches in this park?

The mailbox at The mailbox at my house
your house does is made of plastic.
not rust, Ravi. The
mailbox at my
house is rusty.

What is the difference between the two
mailboxes at Chan and Ravi’s houses?

Based on the situations above, what are the
materials found in the objects that rust?

166

7.1.2

LET’S TEST R U S T Y O B J E C T S

AIM To identify objects that rust.

APPARATUS AND Needle, glass rod, drinking straw,
MATERIALS wooden skewer, nail, cotton roll,
and vinegar.

STEPS

1. Wet the cotton roll with vinegar. 2. Arrange the needle, glass rod,
drinking straw, wooden skewer,
and nail on the wet cotton roll.

Object Observation

needle
wooden skewer
nail
drinking straw
glass rod

3. Roll up the wet cotton and leave it 4. Record the observations in the
for five days. Unroll the cotton after table as shown above.
five days.
6. Upload the mind map on
5. Construct a mind map using the Google Classroom.
data in the table.

1. Be careful when handling the vinegar and sharp objects.
2. Wash your hands after completing this activity.

What can you conclude from this activity? Why?

7.1.2, 7.1.6 167

FACTORS THAT CAUSE RUSTING

What causes an Rusting occurs due to several
object which is factors. Let’s conduct an
made of iron to rust? experiment to determine the

1. Aim factors that cause rusting.

To investigate the factors that cause rusting.

2. Problem statement
Do air and water cause rusting?

3. Hypothesis
Water and air will cause iron wool to rust.

4. Defining variables
• manipulated variable: presence of water and air.
• responding variable: condition of the iron wool.
• constant variable: quantity of the iron wool.

5. Apparatus and materials
Test tubes, test tube rack, test tube stoppers, iron wool,
anhydrous calcium chloride, oil, tap water, and boiled tap water.

6. Steps

(a) Place four test tubes on the (b) Put 20 g of iron wool into each
test tube rack. Label the test test tube.
tubes as A, B, C and D.
Be careful when handling the
iron wool and boiled tap water.

168 NTEOATCEHER'S Teachers prepare 20 g of iron wool
and boiled tap water.

7.1.3

iron oil boiled tap
wool tap water
anhydrous
calcium water
chloride
iron
wool

(c) Add each test tube with the material (d) Close the test tubes using the
as shown in the pictures above. test tube stoppers.

(e) Leave the test tubes for four days. (f) After four days, observe
the condition of the iron
(g) Record your observations in the wool in each test tube.
table as shown below.

7. Data SCIENCE INFO

Test tube Observation Anhydrous calcium chloride is
used to absorb moisture so that
A the condition inside the test tube
B is dry. Boiled water does not
C contain any air. Cooking oil is
D used to prevent air from entering
the water.

8. Interpreting the data
(a) Which test tube contains rusty iron wool? Why?
(b) Which test tube contains non-rusty iron wool? Why?
(c) What are the factors that cause rusting?
(d) What is the conclusion of this experiment?

9. Conclusion
(a) The hypothesis is (accepted/not accepted).
(b) The presence of water and air (cause/do not cause)
the iron wool to rust.

169

WAYS TO PREVENT RUSTING

Objects made of iron that are left exposed to water and air Ways to
for some time will undergo rusting process. Rusting can prevent rusting
be prevented in several ways. The pictures below show
several ways to prevent rusting.

WAYS TO PREVENT RUSTING

Applying oil or grease
Oil or grease is applied to the surface
of objects made of iron.

Coating with a layer of rustproof material
Rustproof materials such as plastic are coated
onto the surface of objects made of iron.

Plating with a layer of rustproof metal
Rustproof metals such as tin and aluminium are
plated onto the surface of objects made of iron.

Painting
Paint is applied on the surface of
objects made of iron.

How to prevent objects
made of iron from rusting?

170 7.1.4

THE IMPORTANCE OF PREVENTING RUSTING

Rusting of objects made of iron brings many disadvantages.
Observe the situations below.

Situation 1

Mother, this sardine Let’s look for a sardine can that is
can is dented. not dented. The dented part of the
can may have rusted. Food that
are exposed to rust are unsafe to
be eaten.

Situation 2 This fence is rusty. Do we
need to repaint it?

Yes. This fence will look
much better. It will last
longer after being painted.

171

7.1.5

Situation 3 The handrail of this staircase is
brittle. It is not safe to be used.
Situation 4
It seems that the staircase has also rusted.
Be careful when climbing it.
What are
you doing?

I’m looking at this axe.
This axe is rusty. I think
I need to buy a new axe.

Why do we need to prevent rusting?

Why do the spoons we use at home not rust
although they are exposed to water and air?
172

FUN ACTIVITY A PROJECT ON
PREVENTING RUSTING

APPARATUS AND Camera, gloves, paint containers,
MATERIALS paintbrushes, paint, oil, and grease.

STEPS

1. In groups, make posters on a rust prevention project.

2. Exhibit the posters on the school noticeboard.

3. Identify locations that have rusty objects in the school area.

4. Take photos of the locations and the rusty objects before the
rust prevention work begins.

5. Conduct suitable rust prevention work at the locations.

6. When completed, take photos of the locations and the restored
and the restored objects.

7. Upload the photos on Google Classroom.

8. Present the results of your project.

1. Wear gloves while carrying out the rust prevention work.
2. Wash your hands with soap and water after completing the rust prevention work.

(a) What ways did you use to prevent rust in this project?
(b) Why did you choose such ways? Explain.

7.1.4, 7.1.5 173

FUN SCIENCE RUST REMOVAL
SOLUTION

Produce a rust removal solution using a glass container, spray bottle,
wire brush, 100 ml of vinegar, three tablespoons of salt, three tablespoons
of soda bicarbonate, and water.

STEPS

1. Pour 100 ml of 2. Add three tablespoons 3. Add three tablespoons
vinegar into the
of salt into the glass of soda bicarbonate
glass container.
container. into the glass container.

RUST REMOVAL SOLUTION RUST REMOVAL SOLUTION

4. Stir the mixture 5. Pour the rust 6. Spray the solution

of vinegar, salt, and removal solution into on a rusty object.

soda bicarbonate. the spray bottle.

7. Leave the object for five minutes and clean it with a wire brush.
8. Rinse the object with clean water.

Wash your hands with soap and water after preparing the rust
removal solution and when the rust removing activity is completed.

117744

MIND REFLECTION

1. The characteristics of a rusty object are:
• reddish-brown colour.
• rough surface.
• brittle.

2. Objects made of iron will rust.

3. The presence of water and air cause rusting of objects made of iron.

4. Ways to prevent rusting on objects made of iron are:
• applying the objects with oil or grease.
• coating the objects with a layer of rustproof material.
• plating the objects with a layer of rustproof metal.
• painting the objects.

5. The importance of preventing rusting of objects made of iron are as follows:
• safe to be used.
• durable and not easily damaged.
• save on maintenance cost.
• look pleasant.

MIND TEST

Answer all questions in the Science exercise book.
1. The pictures below show three types of rods made of different materials.

iron rod

plastic rod

wooden rod

(a) Which of the rods above can rust and cannot rust?
(b) Give your reason for (a).

175

2. Observe the picture shown and answer
the following questions: to
(a) What can you observe on the objects?
(b) State the characteristics of the objects.
(c) What are the factors that cause this situation
to occur?

3. Observe the picture below. Suggest a suitable way to prevent rusting.
Give a reason for your answer.

4. The table below shows the results of an experiment to test the factors
that cause rusting.

Test tube Materials in the test tube

A needle and tap water

B needle and oil

C needle, boiled tap water, and oil

D needle

(a) Which needles in the test tubes became rusty? Why?
(b) Which needles in the test tubes did not become rusty? Why?
(c) Based on your answers in (a) and (b), what can you conclude from
this experiment?
5.

Rust prevention benefits everyone. Efforts to prevent rusting should
be appreciated.

Based on the above statement, construct a mind map and state the
importance of preventing rusting that you have learned.

176

Un it MATTER

Learning with friends,
Everything about matter;

Try writing about them,
The three states of matter.

The states of matter are different,
They are not the same;

Yet they are all significant,
Can you please explain?

Matter can change,
Into solid, liquid, and gas;

It’s not so strange,
Let’s discuss it in class.

177

SOLID, LIQUID, AND GAS
Matter can be found around us. Matter is any substance that has
mass and occupies space. All living and non-living things consist of
matter.

What are the states of matter that are
found around us? Let’s observe the
situation below as examples.

Sand is matter in
the solid state.

Seawater is
matter in the
liquid state.

The wind is
matter in the
gas state.

The three states of matter found on the
beach are solid, liquid, and gas.

178

8.1.1

The objects found in our environment can be classified based on the states
of matter that you have learned earlier. Let us conduct the activity below.

FUN ACTIVITY C L A S S I F Y I N G M A T T E R

APPARATUS AND Marker pen, adhesive tape,
MATERIALS
and flip chart paper.

STEPS

1. Observe the materials and objects 2. Discuss the states of matter for the
found around the school. materials and objects that you have
observed.

States of Matter SKtaetaedsaoafnMJairtitmer

PSeopliedjal CLieqcuaidir GGaass

Solid Liquid Gas 1.1.NBoutkeubonookta 1. ADirinmkiinnugmwaanter 11..UAdirara
22. . 2. 22..
1. Notebook 33. . 3. 33..
2.
3. 1. Drinking water 1. Air
2. 2.
3. 3.

3. Construct a classification chart on the 4. Display the chart in front
flip chart paper. Classify the materials of the class.
or objects based on the states of
matter that you have identified.

How do you classify materials and objects found around
the school based on their states of matter? Explain.

8.1.2, 8.1.5 117799

PROPERTIES OF MATTER

Matter found around us can be classified How are the states of HAWA
into three states that are known as solid, solid, liquid, and gas
liquid, and gas. Each state of matter has identified?
different properties.

LET’S TEST P R O P E R T I E S O F S O L I D

AIM To characterise the properties of solid.

APPARATUS AND Weighing scale, measuring cylinder,
MATERIALS
small stone, and water.

STEPS

1. Press a small stone with your hand and observe for any changes
in its shape.

2. Weigh and take the 3. Pour water into the 4. Put the stone into the
reading of the measuring cylinder measuring cylinder and
mass of the stone. and record the initial record the final volume
volume of the water. of the water.

5. Calculate the volume of the stone using the following formula.

Volume of = reading of final volume – reading of initial volume

small stone (ml ) of water (ml ) of water (ml )

6. Record your observations in the table as shown below.

Small Change in shape Mass (g) Volume (ml )
stone Changed No change

(a) Name the state of matter of the small stone.
(b) Based on this activity, what are the properties of matter identified?

180 8.1.3, 8.1.5

LET’S TEST PROPERTIES
OF LIQUID

AIM To characterise the properties of liquid.

APPARATUS AND Beaker, weighing scale, measuring cylinder,
MATERIALS conical flask, cup, glass container, and
coloured water.
STEPS

1. Weigh an empty beaker using a 2. Pour coloured water into the
weighing scale and record the empty beaker and record its
mass of the beaker. mass.

3. Calculate the mass of the coloured water using the following formula.

Mass of = Mass of beaker with – Mass of empty

coloured water (g) coloured water (g) beaker (g)

4. Pour the coloured water from the beaker into the measuring cylinder and
record the volume of the water.

5. Pour the same water from the measuring cylinder into the conical flask, cup,
and glass container one at a time. Observe the shape of the water.

6. Record your observations in the table as shown below.

Change in shape Mass (g) Volume (ml )
Water Changed No change

(a) Name the state of matter of water. 181
(b) Based on this activity, what are the properties of matter identified?

8.1.3, 8.1.5

LET’S TEST P R O P E R T I E S O F G A S

AIM To characterise the properties of gas.

APPARATUS AND Adhesive tape, ruler, needle, syringe, thread,

MATERIALS plastic glove, plastic bag, and balloon.

STEPS

1. (a) Observe the size of the balloon before the balloon is inflated.
(b) Inflate the balloon and observe its size.

2. (a) Inflate two balloons of about the same size.

(b) Attach the adhesive (c) Tie the middle part of the ruler
tape to one of the using a thread. Then, hang the
balloons. balloons, one at each end of the
ruler.

(d) Hold the thread in the (e) Pierce the balloon using a needle on
middle part of the ruler the part that has the adhesive tape.
until both balloons are Then, remove the needle and make
balanced. an observation.

3. Inflate the plastic glove, plastic bag, and balloon.
Observe for any changes.

182

8.1.3, 8.1.5

4. (a) Pull the piston of the syringe
completely.

(b) Cover the tip of the syringe with
your finger.

(c) Push the piston slowly and
observe.

5. Record your observations and inferences in the table as shown below.

Step Observation Inference

Step 1
Air Step 2

Step 3

Step 4

(a) Name the state of matter of air.
(b) Based on this activity, what are the properties of matter identified?

What are the properties of solid, liquid, and gas?

Solid has a fixed shape,
HAWA mass, and volume. Solid also

occupies space.

Liquid has a fixed mass and
volume. Liquid also occupies
space but does not have
a fixed shape.

Gas does not have a fixed shape and volume
but its mass is fixed. Gas also occupies space.

183

THREE STATES OF MATTER OF WATER
Mr Ice invited his friend, Mr Rock to a race one afternoon.
Let us read the story of these two friends.

Are you able
to run?

Yes!

He is so fast. Oh! Mr Ice is
After a while. melting!

Hey! Where has Mr Ice has Does the state of
Mr Ice gone? changed into matter of ice change?
water vapour.

What happened to Mr Ice? Explain. HAWA

184

8.1.4, 8.1.5

Water exists in three states of matter that water vapour
are known as solid, liquid, and gas. water

Water in the solid state is known as ice.
Water in the liquid state is known as water. ice

Water in the gas state is known as water vapour.

LET’S TEST T H R E E S T A T E S O F M A T T E R
OF WATER

AIM To investigate the three states of matter of water.

APPARATUS AND Crucible, Bunsen burner, tripod stand, wire gauze,

MATERIALS stopwatch, and ice cubes.

STEPS

1. Place an ice cube in the crucible. 2. Prepare the apparatus as shown
Record the state of matter of the in the picture.
ice.
4. Continue heating until the water is
3. Start the stopwatch and heat the almost dried up. Turn off the Bunsen
crucible containing the ice cube burner.
for two minutes. Then, observe
the changes. Be careful when handling
the Bunsen burner.
5. Record your observations in the
table as shown below.

Step Observation (a) What are the changes in the states of
Step 1 matter of the water that can be observed?
Step 3
Step 4 (b) What can you summarise from the
above activity?

(c) Name the three states of matter of water.

8.1.4, 8.1.5 185

CHANGES IN THE STATE OF MATTER OF WATER

Water changes from one state of matter to another. Observe the changes
of the ice cream below.

HAWA What causes the state of HAWA
the ice cream to change?
Particles of matter
in the solid state are How does the state of
very closely packed matter of the ice cream
and are uniformly change?
arranged.
MELTING PROCESS
solid liquid

Ice melts into water when MELTINGGAPIRLNOOFSRCSHEEEESSEZSAIHTNEGATPROCESS
ice gains heat from the
surrounding.

SOLID FREEZING PROCESS
liquid solid

Water freezes into ice
when water loses heat
to the surrounding.

186

8.2.1, 8.2.2

Particles of matter in EVAPORATION PROCESS
the liquid state are liquid gas
not in orderly manner Evaporation of water occurs at any temperatures
and are less packed. below the boiling point of water. Water evaporates
into water vapour when it gains heat from the
surrounding.

BOILING PROCESS
liquid gas
Water vapour is formed when water boils at the
temperature of 100°C. Boiling occurs when water
gains heat from the surrounding.

LIQUID Mr Borhan’s spectacles become foggy as
he got out of his air-conditioned car. What
caused this situation to occur? Explain.

CONDENSATION PROCESS ECVOAPNPRLDOOOGERCSNAAEESSTISAISNHTOSIENOAHNPTERAOTCESS/BOILING PROCESS
gas liquid

Condensation of water
occurs when water
vapour loses heat to the
surrounding.

Particles of matter in GAS
the gas state are not in
orderly manner and are 187
spread out.

LET’S TEST MATTER CHANGES
ITS STATE
ACTIVITY 1

AIM To describe the changes in the state of matter
of water during freezing process.

APPARATUS AND Polystyrene box with its lid, dropper,
MATERIALS test tube, ice cubes, salt, water, and
food colouring.
STEPS

1. Fill the polystyrene box with some ice cubes until it is half-full and mix with
200 g of salt.

2. Put 10 drops of water and three drops of food colouring into the test tube.
3. Shake the solution of water and food colouring in the test tube.
4. Put the test tube into the polystyrene box containing the mixture of ice

and salt.
5. Close the polystyrene box using the lid and leave it for 30 minutes.
6. Observe the state of the water in the test tube after 30 minutes.
7. Discuss the result of the observation and make a conclusion.

polystyrene box

(a) What are the states of matter of the water in the test tube at the
beginning and the end of the activity?

(b) What is the change in the state of matter of the water in this
activity? State the process involved.

(c) Give an inference for your observation.

188 8.2.1, 8.2.4

ACTIVITY 2

AIM To describe the changes in the state of matter
of water during melting process.

APPARATUS AND Petri dish and ice cubes.
MATERIALS

STEPS

1. Place a few ice cubes in the petri dish.

2. Observe the ice cubes after 10 minutes.

3. Discuss the result of the observation
and make a conclusion.

(a) What is the state of matter of the water in the petri dish at
the beginning and the end of the activity?
(b) What is the change in the state of matter of the water in this
activity? State the process involved.
(c) Give an inference for your observation.

ACTIVITY 3

AIM To describe the changes in the state of matter

of water during boiling process.

APPARATUS AND Beaker, Bunsen burner, tripod stand,
MATERIALS wire gauze, wooden board, and
water.
STEPS

1. Pour 150 ml of water into the beaker.

2. Prepare the apparatus as shown in the diagram.

3. Heat the water until it boils.

4. Observe the water while it is boiling.

5. Discuss the result of the observation and make

a conclusion. Be careful when
(a) What are the states of matter of the water in the beaker handling the
Bunsen burner.

at the beginning and the end of the activity?

(b) What is the change in the state of matter of the water in this activity?

State the process involved.

(c) Give an inference for your observation.

8.2.1, 8.2.4 189

ACTIVITY 4

AIM To describe the changes in the state of matter
of water during evaporation process.

APPARATUS AND Petri dish, dropper, and water.
MATERIALS

STEPS

1. Put two drops of water into the petri dish.
2. Leave it for 20 minutes under the sunlight.
3. Observe the water after 20 minutes.
4. Discuss the result of the observation and make a conclusion.

(a) What are the states of matter of the water in the petri dish at
the beginning and the end of the activity?

(b) What is the change in the state of matter of the water in this
activity? State the process involved.

(c) Give an inference for your observation.

ACTIVITY 5

AIM To describe the changes in the state of matter
of water during condensation process.

APPARATUS AND Beaker, Bunsen burner, tripod stand,
MATERIALS wire gauze, wooden board, mirror,
test tube holder, and water.
STEPS

1. Prepare the apparatus as shown in the diagram. Be careful when
2. Pour 100 ml of water into the beaker and bring it to a boil. handling the
3. Turn off the Bunsen burner when the water has boiled. Bunsen burner.
4. Place the mirror on the beaker and leave it for a while.
5. Use the test tube holder to lift up the mirror from the beaker.
6. Observe the surface of the mirror.
7. Discuss the result of the observation and make a conclusion.

(a) What are the states of matter of the water on the surface of the mirror

at the beginning and the end of the activity?

(b) What is the change in the state of matter of the water in this activity?

State the process involved.

190 (c) Give an inference for your observation.

190 8.2.1, 8.2.4

FUN ACTIVITY SIMULATION OF THE
ARRANGEMENT OF
APPARATUS AND PARTICLES
MATERIALS
Coloured adhesive tape and simulation cards.

STEPS

1. Form a square with the size of

2 metres × 2 metres on the floor. Mark the 22mmeetrtesr
measurement using coloured adhesive tape.

2. The group representative will take a simulation

card from set A and set B each.

3. Discuss the arrangement of particles that need 2 mmeettreers
to be simulated based on the instructions
written in the simulation cards.

4. Move into the square space with your
group members.

5. Perform the simulation that has
been discussed.

State whether the change in the state of matter of water below
is “gaining heat” or “losing heat”. Explain the change in the
arrangement of the particles involved.
(a) Solid to liquid.
(b) Liquid to solid.
(c) Gas to liquid.
(d) Liquid to gas.

NTEOATCEHER'S Prepare two sets of simulation cards with instructions for this activity. Set A
consists of three cards written “solid”, “liquid”, and “gas”. Set B consists of two
cards written “gaining heat” and “losing heat”. Put set A and set B into two
different boxes.

8.2.2, 8.2.4 191

CLOUDS AND RAIN

The movement of water from the surface of the Earth to the air forms
clouds that eventually falls back as rain. This process is always repeated
and known as the natural water cycle. Do you know that the formation of
clouds and rain is a result from the processes of changes in the state of
matter of water?

The heat from the Sun 2
causes evaporation Water vapour will cool and
process to occur. condense into fine water
droplets that form clouds.
HAWA

1
The heat from the Sun causes evaporation
process. Water that evaporates from the
surface of the Earth such as the soils, oceans,
rivers, and lakes becomes water vapour.

The quantity of water on the surface of the Earth is
always maintained due to the natural water cycle, which
is the process of formation of clouds and rain. This cycle
involves the processes of evaporation and condensation
of water.

192

8.2.3

3 The processes of
When clouds rise further above the sky, evaporation and
cold air causes the water droplets to condensation are very
combine into bigger clouds. The clouds important to ensure
then become heavy and the water that the natural water cycle
droplets in the clouds will fall back to the continues. Observe the
surface of the Earth as rain. pictures below and discuss
the effects of the natural
water cycle in life.

4
Rainwater is absorbed into
the Earth. Rainwater will also
flow back to lakes, rivers,
and oceans.

What are the processes that
occur in the changes of the state
of matter during the formation of
the clouds and rain?

HAWA

193

FUN ACTIVITY R A I N I N G I N A
GLASS CONTAINER

APPARATUS AND Glass container, small clear plastic container,
MATERIALS spoon, hot water, salt, plastic food wrap, and ice
cubes.
STEPS

1. Pour hot water into the glass 2. Place the small clear plastic

container until it is almost full. Then, container as shown in the picture.

add six tablespoons of salt and stir Then, cover the top of the glass

the solution. container with plastic food wrap.

3. Place ice cubes on the top of 4. Observe after 10 minutes.
the plastic food wrap.

5. Discuss the results of the observation.

(a) What are the processes involved in this activity?
(b) State the changes in the state of matter that occur in the small clear

plastic container.

194 8.2.3, 8.2.4 Predict what will happen if the water that evaporates
from the surface of the Earth does not fall as rain.